Lesson Plan

NAME: Ashlee Prudhomme

Lesson Topic: Landmarks/place

Grade level: 2/3

Total Time: 60 minutes.

# Students: 7
Learning Goal:
(Content
Standard/Common
Core)

CCSS.ELA-LITERACY.RL.3.1

Ask and answer questions to demonstrate understanding of a

text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.2

Determine the main idea of a text; recount the key details and
explain how they support the main idea
CCSS.ELA-LITERACY.RI.3.7

Use information gained from illustrations (e.g., maps,

photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key
events occur).
Target Goal or Skill:
Essential Question(s):

How can we change and identify words?

Topical question(s):

What makes a landmark important?

Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)

Students will identify words in past tense. Students will understand

how the suffix ed places a word in past tense.
Formative Assessment:
Word sorts
Summative Assessment:

Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications

Ex: JA-> SLD -> language processing difficulty -> pre-teaching of

concepts; additional time to process information when presented
orally. (This needs to be completed for each student for whom you
identify the need for accommodation/modification.)
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Instructional
Procedures
(including specific
times)
Introduction:
(including motivational
hook where applicable)

Learning Activities:

Introduction(5 min.): Okay, so yesterday with Ms. Moen, you guys

read a story. Do you remember what the story was about? (The
Washington Monument). The class also discussed words with the
ed ending. When we add the ed ending to a word, it puts it in the
past tense. What does the past tense mean? It means that the action
has already happened or occurred in the past. When we add the ed
ending to different verbs, there are three sounds that the words
make. /t/ /id/ and /ed/. Today as we re-read our shared reading, we
have a new purpose. We will be looking for our words with the ed
ending. Do you think there will be many of them in our story? Why?
(because the story is about the past)
Whole Group (20 min.):
Choral or teacher reads. Read story aloud on board and ask students
on every page if they see any ed words. Then sort the vocabulary
based on the final sound in the pocket chart.

Closure:

Great reading everyone.

Now we are going to move into our reading groups and technology
time. I am going to work with Kameron, Elsa, Lucas and Jackie at
the back table. The other students may go on Headsprout during this
time. If you need help logging on and getting started you know
where to find your information or who to ask.
Guided Reading Group (15-20 min.):
First everyone lets take a picture walk through the book to see what
we think the story will be about.
Lets make a prediction based on what you saw in the pictures.
Very good predictions. Now lets read through the story together.
Pause throughout read to point out how the text features enhance
our understanding of what we are reading.
If time, sequence the story.

Good reading everyone, lets end here and you can work on
headsprout before we leave.
Academic Language and Past tense, suffix, sounds, vocabulary
Student Language
Demands required in
the lesson
Communication Skills
Describing, discussion, subject specific vocabulary, general
(see Handout)
academic vocabulary, expressive communication, receptive
communication
5 Questions (Blooms or Can you list three past tense words? What are the three sounds the
DOK)
ed suffix makes? How can you make a past tense word? Can you
use a past tense verb in a sentence? How do we make words past
tense?
Curriculum (APA)
Reading A-Z Summer School Themes
e.g.
Investigations in
Number, Data, and
Space. (2012).
Pearson.

Materials
Notes

Smart board, hand outs, index cards, pencils, paper, books